Section 1- Professional Support
E1- Explain the needs of families which may require professional support
E2- Explain the issues which may lead to stress in families
E5- Discuss skills and strategies which are effective in supporting families
E7- Explain the role of the practitioner in supporting families
D1- Describe how the practitioner can recognize when children and adults maybe experiencing problems
B1- Analyse some key issues for professionals working in support of families

Section 2- Parents and Play
E3- Explain the role of parents in children’s play and identify appropriate resources and toys
D2- Discuss two strategies which parents can use for promoting positive
behaviour in children

Section 4- Agencies and Resources
E6- Describe the types of support and information available to parents and children
C1- Evaluate the types of support which will enable parents to meet the needs of their children

Section 5- Partnership with Parents
A1- Reflect on the benefits to children, parents, families and practitioners from working in partnership

Answer: Section 1 Professional Support, E1 - Families should have access to adequate...

Section 1- Maintaining professional relationships in the multi-professional team
E1 – Describe the responsibility of the practitioner in professional relationships
E2 – Discuss two issues which contribute to maintaining professional relationships with children and adults
E3- Explain the value of a multi-professional approach when working with children and parents

Section 2- Developing reflective practice
E4 – Describe the benefits of developing reflective practice within the setting
D1- Explain the importance of reflective practice for improving your own performance
D2- Discuss two strategies for improving your own learning and performance

Section 3: The principles underpinning the role of the practitioner
E5 – Summarise the main principles that underpin working with children
C1 – Analyse how the main principles that underpin work with children can support the practitioner’s practice in the setting
E6 – Explain the importance of valuing children’s interests and experience

Section 4: Recent initiatives for provision in early years
E7 – Collate information about one recent initiative and one piece of current research which relate to provision for children
B1 – Evaluate how the recent initiative supports practice within early year’s settings
A1 – Evaluate how the current research can support practitioner’s practice in the setting

Answer: Section 1, E1 – Whilst maintaining a professional relationships with the parent...

Question: Workbook for: Understand how to Safeguard the Well being of Children and Young People
Level 3 - 3 credits

Children in Wales – QCF Safeguarding Training

ASSESSMENT CRITERIA
1.1 Outline current legislation, guidelines, policies and procedures within own UK Home Nation affecting the safeguarding of children and young people
1.2 Explain child protection within the wider concept of safeguarding children and young people
1.3 Analyse how national and local guidelines, policies and procedures for safeguarding affect day-to-day work with children and young people
1.4 Explain when and why inquiries and serious case reviews are required and how the sharing of the findings informs practice.
1.5 Explain how the processes used by own work setting or service comply with legislation that covers data protection, information handling and sharing.

2.1 Explain the importance of safeguarding children and young people
2.2 Explain the importance of a child or young person centred approach
2.3 Explain what is meant by partnership working in the context of safeguarding 2.4 Describe the roles and responsibilities of the different organisations that may be involved when a child or young person has been abused or harmed

3.1 Explain why it is important to ensure children and young people are protected from harm within the work setting.
3.2 Explain policies and procedures that are in place to protect children and young people and adults who work with them.
3.3 Evaluate ways in which concerns about poor practice can be reported whilst ensuring that whistleblowers and those whose practice or behaviour is being questioned are protected.
3.4 Explain how practitioners can take steps to protect themselves within their everyday practice in the work setting and on off site visits.

4.1 Describe the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding
4.2 Describe the actions to take if a child or young person alleges harm or abuse in line with policies and procedures of own setting
4.3 Explain the rights that children, young people and their carers have in situations where harm or abuse is suspected or alleged

5.1 Explain different types of bullying and the potential effects on children and young people.
5.2 Outline the policies and procedures that should be followed in response to concerns or evidence of bullying and explain the reasons why they are in place
5.3 Explain how to support a child or young person and/or their family when bullying is suspected or alleged

6.1 Explain how to support children and young people’s self-confidence and self-esteem. 6.2 Analyse the importance of supporting resilience in children and young people 6.3 Explain why it is important to work with the child or young people to ensure they have strategies to protect themselves and make decisions about safety.
6.4 Explain ways of empowering children and young people.

7.1 Explain the risks and possible consequences for children and young people of being online and of using a mobile phone
7.2 Describe ways of reducing risk to children and young people from:
• social networking
• internet use
• buying online
• using a mobile phone.

Answer: 1.1 - The Children Act 1989 is the main piece of legislation...

· Summarise the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour.

· Evaluate how the policies and procedures of the setting support children and young people to:
a. Feel safe
b. Make a positive contribution
c. Develop social and emotional skills
d. Understand expectations and limits

· Explain the benefits of all staff consistently and fairly applying boundaries and rules for children and young people’s behaviour in accordance with the policies and procedures of the setting.

· Explain the sorts of behaviour or discipline problems that should be referred to others and to whom these should be referred. Give examples.

· Recognise patterns and triggers which may lead to inappropriate behavioural responses and take action to pre-empt, divert or diffuse potential flash points. What action would you take?

· Use agreed strategies for dealing with challenging behaviour according to the policies and procedures of the setting. What does the school policy say about dealing with challenging behaviour? Examples when put into practice.

· Explain how to assess and manage risks to own and others safety when dealing with challenging behaviour. Examples.

· Support children, young people and colleagues to identify the situations and circumstances which trigger inappropriate behavioural responses and ways of avoiding these from happening. Example.

· Recognise and take immediate action to deal with any bullying, harassment or oppressive behaviour according to the policies and procedures of the setting. Example.

· Write a short account to demonstrate ways of supporting children and young people to review their behaviour and the impact of this on others, themselves and their environment.

· Demonstrate ways of supporting children and young people with behavioural difficulties to identify and agree behavioural targets for the future.

· Use own knowledge of promoting positive behaviour to contribute to reviews of behavioural policies, including bullying, attendance and the effectiveness of rewards and sanctions. How does the school review behavioural policies? What contributions can be made?

· Provide clear and considered feedback on the effectiveness of behavioural management strategies to inform policy review and development. Examples.

Answer: - The Behavioural Management Policy sets out the policies and procedures to...